Early Learning Challenge Dashboard

Early Learning Challenge Dashboard

Monthly Report for March2014

Published:

April25, 2014

Introduction

Purpose:

This monthly data dashboard is a tool for the Early Learning Leadership Team, designed to provide current information on the ‘health’ of critical strategic initiatives of Delaware’s Early Learning Challenge (ELC). The dashboard provides easy, quick access to information drawn from data sets across the three departments and five divisions participating in the ELC. Indicators are directly linked to and directly aligned with the ELC goals and strategies. The dashboard will, with continuous improvement, evolve and improve over time to best meet the requirements of the Early Learning Leadership Team for an effective management tool.

The first set of graphs and charts provide a quick overview of the key leading indicators, while the balance of the charts relate to measures (organized by goal, then by strategy) to drill down to the specific component activities under each strategy. The dashboard’s table of contents supplies an easy reference guide to the series of measures reflected in the dashboard.

The dashboard is maintained by the Office of Early Learning and is populated by data reported by or obtained from participating state agencies. Ideally, such a dashboard would be updated regularly from data in an integrated database, with the dashboard data being refreshed automatically. At present, the data (as indicated by the source documentation notes) comes from a variety of different databases across the departments. Workaround, or alternative methods, are used to obtain data not currently entered into or tracked through databases. As Delaware moves to development of an integrated early childhood database, the dashboard will move to a tool that is populated and regularly updated directly from that database.

The signal colors (red, yellow, green) are quick status indicators for each measure. The At-A-Glance page may be used to guide discussion at team meetings to identify opportunities for improvement,assessthe effectiveness of new or different strategies or track the results from team problem-solving to ensure that annual targets are met and that all of the Challenge goals are achieved by December, 2015, the end of the grant period.

Delaware Early Learning Challenge Dashboard

Table of Contents Page

Table of Contents2

At-A-Glance5

Section IKey Leading Indicators

Graph 1 – Increasing the Percentage of Children with High Needs in Stars Top Tiers7

Graph 2 – Increasing the Percentage of Children with High Needs in Stars Programs7

Graph 3 – Increasing Stars Programs8

Graph 4 – Increasing the Percentage of Stars Programs Reaching the Top Tiers of Quality8

Graph 4a -4e – Increasing Stars Program Quality Rating9

Graph 5 – Early Educators Credentialed by Specialized Expertise 10

Section IIELC Goal 1 – Expand Comprehensive Screening and Follow-Up for Young Children

Part AStrategy 1: Engage Health Providers to Conduct More Screenings11

Graph 6 -– Increasing Physician Practices Engaged in Using PEDS Online11

Graph 7 – Young Children Screened Using PEDS Online 11

Graph 8 – EPSDT Young Child Developmental Screenings11

Part BStrategy 2: Link More Families to Follow-up Services 12

Graph 9 – Health Ambassador Promotional Events12

Graph 10 – Individuals Reached by Health Ambassadors12

Graph 11 – Increasing Use of the Help Me Grow Call Center12

Graph 12 –Increasing Infants and Toddlers Assessed for Early Intervention12

Part CStrategy 3: Strengthen Young Child Mental Health Services 13

Graph 13 – Increasing Early Educators Trained in Child-Adult Relationship Enhancement (CARE)13

Graph 14 – Increasing Intensive Teacher-Child Interaction Training (TCIT)13

Graph 15 –Providing Early Childhood Mental Health Child-Specific Consultation to Educators 13

Section IIIEarly Learning Challenge Goal 2 – Expand the Number of Stars Programs and High Needs Children in Stars

Part AStrategy 1: Provide Financial Incentives for Stars Programs Serving Children with High Needs

Graph 16 – Stars Programs Receiving Financial Incentive for Children with High Needs14

Graph 17 – Stars 3 Programs Receiving Financial Incentive for Children with High Needs14

Graph 18 – Stars 4 Programs Receiving Financial Incentive for Children with High Needs14

Graph 19 – Stars 5 Programs Receiving Financial Incentive for Children with High Needs15

Graph 20 – Children with High Needs in ECAP in Stars Top Tiers15

Graph 21 – Children with High Needs in Early Head Start and Head Start in Stars Top

Tier Programs 15

Graph 22 –Children with High Needs in Early Intervention Part C in Stars Top Tiers 15

Graph 23 – Children with High Needs in Part B in Stars Top Tiers15

Graph 24 – Children with High Needs in Title I- funded Programs in Stars Top Tiers16

Graph 25 – Increasing Children with High Needs and Financial POC Subsidy in Stars Top Tiers16

Part BStrategy 2: Supporting Programs Moving Through Stars

Graph 26 –Increasing Stars Quality Rating for Stars TA Plus Programs17

Graph 27 –Early Educators Completing Online Leadership Course 17

Graph 28 –Early Education Leaders Receiving Leadership Coaching—OMITTED 17

Graph 29 –Increasing Stars Early Educators Trained on Ages and Stages Online Screening Tool18

Graph 30 –Increasing Children Screened Using Online Ages and Stages Screening Tool 18

Part CStrategy 3: Providing Financial Incentives for Education and Retention of Stars Educators (CORE)

Graph 31 –Increasing Early Educators Credentialed with Specialized Expertise 19

Graph 32 –Early Educators Obtaining Inclusion Credential 19

Graph 33 –Early educators Obtaining Infant/Toddler Credential19

Graph 34 –Early Educators Obtaining Preschool Credential19

Graph 35 –Early Educators Obtaining Family Care Credential20

Graph 36 –Early Educators Obtaining Administration Credential20

Section IVEarly Learning Challenge Goal 3 – Build Connections Between Early Learningand K-12 Schools

Part AStrategy 1: Implement the Delaware Early Learning Survey

Graph 37 – Percentage of Teachers Conducting Delaware Early Learner Survey 21

Graph 38 – Number of Kindergarten Children Participating in Delaware Early Learner Survey21

Part B Strategy 2: Create Early Learning Teams in High Needs Communities to Foster Early Childhood/K-12 Linkages

Part CStrategy 3: Link High School and College Professional Development for Early Educators

Section VEarly Learning Challenge Goal Four – Sustain a Thriving Statewide Early Learning System

Part AStrategy 1: Use Data to Inform Quality Improvement and Sustainability

Part BStrategy 2: Engage Community Leaders, Including Parents, as Informed Advocates

for Early Learning

Graph 39– Increasing E-News Reach22

Graph 40– Increasing Family Outreach22

Graph 41– Increasing greatstartsdelaware.com Website Use 22

Part CProvide Leadership for System Development and Sustainability

Delaware Early Learning Challenge Definitions Appendix

Children with High Needs

Children with High Needs referred for services who received follow-up/treatment

Children with High Needs Screened

Children in Early Learning and Development Programs

Stars Programs

Children with Part C in Stars

Children with Part B in Stars

Children with High Needs in Stars

Early Learning and Development Programs receiving Purchase of Care Subsidy

Licensed Programs

Delaware Early Learning Challenge Dashboard - AT-A GLANCE March 2014

Key Leading Indicators Graph 1 – Increasing the Percentage of Children with High Needs in Stars Top Tiers Graph 2 – Increasing the Percentage of Children with High Needs in Stars Programs Graph 3 – Increasing Stars Programs Graph 4 - Increasing the Percentage of Stars Programs Reaching the Top Tiers of Quality Graph 4a -4e –Stars Program Movement by Level Stars 1 Stars 2 Stars 3 Stars 4 Stars 5 Graph 5 – Early Educators Credentialed by Specialized Expertise

Goal 1:Expand Comprehensive Screening and Follow-Up for Young Children

Graph 6 - Increasing Physician Practices Engaged in Using PEDS Online

Graph 7 - Young Children Screened Using PEDS Online

Graph 8 -EPSDT Young Child Developmental Screenings

Graph 9 - Health Ambassador Promotional Events

Graph 10 - Individuals Reached by Health Ambassadors

Graph 11 - Increasing Use of the Help Me Grow Call Center

Graph 12 - Increasing Infants and Toddlers Assessed for Early Intervention

Graph 13 - Increasing Early Educators Trained in Child-Adult Relationship Enhancement (CARE)

Graph 14 - Increasing Intensive Teacher-Child Interaction Training (TCIT)

Graph 15 - Providing Early Childhood Mental Health Child-Specific Consultation to Early Educators

Goal 2: Expand the Number of Stars Programs and High Needs Children in Stars

Graph 16 - Stars Programs Receiving Financial Incentive for Children with High Needs Graph 17 - Stars 3 Programs Receiving Financial Incentive for Children with High Needs Graph 18 - Stars 4 Programs Receiving Financial Incentive for Children with High Needs Graph 19 - Stars 5 Programs Receiving Financial Incentive for Children with High Needs Graph 20 - Children with High Needs in ECAP in Stars Top Tiers Graph 21 - Children with High Needs in Early Head Start and Head Start in Stars Top Tier Programs Graph 22 -Children with High Needs in Early Intervention Part C in Stars Top Tiers Graph 23 - Children with High Needs in Part B in Stars Top Tiers Graph 24 - Children with High Needs in Title I-funded Programs in Stars Top Tiers Graph 25 - Increasing Children with High Needs and Financial POC Subsidy in Stars Top Tiers Graph 26 - Increasing Stars Quality Rating for Stars TA Plus Programs Graph 27 - Early Educators Completing Online Leadership Course Graph 28 - Early Education Leaders Receiving Leadership Coaching—OMMITTED Graph 29 - Increasing Stars Early Educators Trained on Ages and Stages Online Screening Tool Graph 30 - Increasing Children Screened Using Online Ages and Stages Screening Tool Graph 31 - Increasing Early Educators Credentialed with Specialized Expertise Graph 32 - Early Educators Obtaining Inclusion Credential Graph 33 - Early educators Obtaining Infant/Toddler Credential Graph 34 - Early Educators Obtaining Preschool Credential Graph 35 - Early Educators Obtaining Family Care Credential Graph 36 - Early Educators Obtaining Administration Credential

Goal 3 – Build Connections Between Early Learningand K-12 Schools

Graph 37 - Percentage of Teachers Conducting Delaware Early Learner Survey Graph 38 - Number of Kindergarten Children Participating in Delaware Early Learner Survey

Goal 4 - Sustain a Thriving Statewide Early Learning System

Graph 40 - Increasing E-News Reach

Graph 41 - Increasing Family Outreach

Graph 42 - Increasing greatstartsdelaware.com Website Use

On track May not meet target Not expected to meet targetNo data or initiative not begun

Delaware Early Learning Challenge Dashboard – March 2014 Published4-25-14Page | 1

Delaware Early Learning Challenge Dashboard

Graphs 4 a-4 e – Increasing Stars ProgramQuality Rating

q

Section II, Part A: Goal 1, Strategy 1 - Engage Health Providers to Conduct More Screenings

Section II, Part B: Goal 1, Strategy 2 - Link More Families to Follow-Up Services

Section II, Part C: Goal 1, Strategy 3 - Strengthen Young Child Mental Health Services

s

Section III, Part A: Goal 2, Strategy 1 - Provide Financial Incentives for Stars Programs Serving Children with High Needs

Section III, Part B: Goal 2, Strategy 2 - Support Programs Moving Through Stars

Section III, Part C: Goal 2, Strategy 3 - Provide Financial Incentives for Education and Retention of Stars Educators

Section IV, Part A: Goal 3, Strategy 1 - Implement Delaware Early Learner Survey

Section V: Goal 4 – Sustain a Thriving Statewide Early Learning System

Section V: Part A. Goal 4, Strategy 2 - Community Engagement

Delaware Early Learning Challenge Definitions

Child with High Needs:Children from birth through Kindergarten entry who are from low-income families (200%Federal Poverty Level) or otherwise in need of special assistance and support, including children who have disabilities or developmental delays; who are English learners; who reside on “Indian lands” as that term is defined by section 8013(6) of the ESEA; who are migrant, homeless or in foster care and other children as identified by the State. (Source: RTT-ELC Application Guidance, expiration date 02-29-12, p 14). Where data capability permits individual child tracking and counting/reporting, Delaware’s definition includes children who are Medicaid- and CHIP-enrollees as well as children who are at high risk of removal from home as indicated by enrollment in the DFS/DSCYF Treatment Unit. It is anticipated that, as data integration capacity grows, Delaware will be better able to identify and track these children and their enrollment in Stars.

Note: For the ELC Performance Measures Charts – the denominator is the total of children with high needs by program type as described on page 23 of the DE ELC application, specifically children in ECAP, Early Head Start and Head Start, Part B, Part C (who receive early intervention services in a child care setting), Title I-funded early learning and development programs and children with CCDF Subsidy/Purchase of Care.

ELC Dashboard Graphs using this data are: Graphs 1,2,16,17,18,19,20,21,22,23,24 and 25

Children with High Needs referred for services who received follow-up/treatment –

The number of children who participate In Part C (per footnote on Performance Measure Chart in federally approved RTT-ELC application)

Children with High Needs screened– The sum of young children (birth to age 5 years) receiving developmental screening through EPSDT, Part C/Child Development Watch, children screened via PEDS Online (including both via DPH portal and Nemours), and children screened via ASQ Online. As per footnote on Performance Measure Chart, some children may be double counted across these data sources.

ELC Dashboard Graphs using this data are: Graphs 7 and 8

Children with High Needs in Early Learning and Development Programs/Stars: In Year One and until such child-specific data is available (with the expectation of moving to child-specific reporting (with child name, DOB, address for each child enrolled in the program YTD /cumulative through the reporting period/CY year, OEL will reach out to participating state agencies and, where the program is operated by contract with the federal government, to the specific program director, to obtain data on the total number of children served by program during each year, and will, further, seek to obtaining data monthly or quarterly as part of the overall effort to track progress toward meeting goals over time to a) identify opportunities for improvement and b) ensure that targets are met.

ELC Dashboard Graphs using this data are: Graph 1,2,16,17,18,19,20,21,22,23 and 24

For the purposes of ELC reporting, Stars programs should be counting and reporting regularly their enrollment (cumulative through the year). Ideally, the Stars database should include a field for entry (by provider) of date of entry of child into the program as well as last date on which child attended the program. Additional field where provider enters (monthly) the number of children in the program and indicates the PAYER (private, purchase of care, ECAP, HeadStart, Early HeadStart, Part B, Title 1 of ESEA) for each child by month forStarsProgramsisrecommended.The count of programs in Stars will, for every performance measure, include ECAP, Early Head Start and Head Start, Part B and any Title I/ESEA-funded early learning and development programs that are in Stars at the end of the reporting period. Stars quality level or rating is defined as the Star level achieved by the program on the last day of the reporting period. Source of data will be the Stars database developed by DOE and used by DIEEC.

Part C Children in Stars Children who are in Part C where the consultation/intervention Part C services are provided in a child care setting/program (data not currently collected –collection of data is scheduled to begin January, 2013).

ELC Dashboard Graphs using this data: Graph 22

Early Learning and Development Programs receiving Purchase of Care Financial Subsidy - Any licensed early care and education program receiving financial purchase of care subsidy payment during the reporting period as reported by DSS/DHSS.

Licensed Programs Any early learning and development program that is licensed at any time during the reporting period.

NOTE: System level reporting will be significantly enhanced, including for accuracy and completeness, where children participating in Stars programs are identified by name and other key identifying information (e.g. DOB, Mother’s name) - sufficient to enable 3 point matching via warehouse for analysis), and reported so that the data may be incorporated into the data warehouse.

FOR ALL CHARTS ON THE EARLY LEARNING CHALLENGE DASHBOARD – Data across time is cumulative so that the overall, high level effect is that being tracked and assessed. In addition, where ELC is funding an increment of an initiative thereby increasing Delaware’s capacity to implement an initiative, it is the overall initiative indicators which are tracked (not just the numbers specific to the one or two FTE being contributed/funded by ELC). The effort is to track and assess overall impact of these initiatives on our state, young children and their families.

Delaware Early Learning Challenge Dashboard –March, 2014 Published4-25-14Page | 1